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IMPROVING STUDENTS’ READING COMPREHENSION
USING JIGSAW
(A Classroom Action Research at the Eighth Grade of SMP Islam
Diponegoro Surakarta in the Academic Year of 2012/2013)
Agustina Dwi Ratnaningsih
X2210001
Thesis
Submitted to Teacher Training and Education Faculty of Sebelas
Maret University as a Partial Fulfillment for the Requirements
to Obtain Undergraduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
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PRONOUNCEMENT
I would like to certify that the thesis entitled “IMPROVING
STUDENTS’ READING COMPREHENSION USING JIGSAW (A
Classroom Action Research at the Eighth Grade of SMP Islam Diponegoro
Surakarta in the Academic Year of 2012/2013)” is really my own work. It is not
plagiarism or made by others. Everything related to the other‟s work is written in
quotation, the sources of which are listed on the bibliography.
If then this pronouncement proves wrong, I am ready to receive any
academic punishment.
Surakarta, October, 2012
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APPROVAL OF CONSULTANTS
This thesis is approved by the consultants to be examined by the Board of
Thesis Examiners of English Education Department of Teacher Training and
Education Faculty of Sebelas Maret University.
Day :
Date :
Approved by
Consultant I Consultant II
Drs. A. DahlanRais, M. Hum HefySulistyawati, S.S.M.Pd.
NIP. 19510326 198303 1 002 NIP. 19781208 200112 2 002
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LEGALIZATION OF BOARD OF EXAMINERS
This thesis has been examined by the Board of Thesis Examiners of
English Education Department of Teacher Training and Education Faculty of
Sebelas Maret University and accepted as a partial fulfillment of the requirements
for achieving the Undergraduate Degree of Education in English.
Day :
Date :
Board of Examiners:
1. Chairman :
Teguh Sarosa, S.S, M.Hum ( …………………..)
NIP.197302052006041001
2. Secretary :
Dr. Ngadiso, M. Pd ( …………………..)
NIP. 19621231 198803 1 009
3. Examiner I :
Drs. A. Dahlan Rais, M. Hum ( …………………..)
NIP. 19510326198303 1 002
4. Examiner II :
Hefy Sulistyawati, S. S. M. Pd ( …………………..)
NIP. 19781208200112 2 002
Legalized by,
Teacher Training and Education Faculty
Sebelas Maret University of Surakarta
The Dean,
Prof. Dr. M. FurqonHidayatullah, M Pd.
NIP. 19600727 198702 1 001
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ABSTRACT
AgustinaDwiRatnaningsih. NIM X2210001. IMPROVING STUDENTS’
READING COMPREHENSION USING JIGSAW (A Classroom Action
Research at Eight Grade Students of SMP Islam Diponegoro in Academic
Year of 2012/2013).Thesis. Surakarta. Teacher Training and Education Faculty,
SebelasMaret University, October 2012.
The objectives the research are (1) to describe how jigsaw improves the
students‟ reading comprehension at eighth grade of SMP Islam Diponegoro
Surakarta and (2) to describe how jigsaw can improve class situation. In the pre
research, the students had difficulties in identifying main idea, identifying
supporting detail, guessing meaning of new words, identifying communicative
purpose of text, identifying cohesive device, and identifying reference.
The research was conducted at SMP Islam Diponegoro Surakarta from
April to May 2012. The subject of research was the eighth grade students
consisting 27 students. It was a classroom action research. The research took two
cycles. Each cycle had four steps: planning, action, observation, and reflection.
Cycle 1 had four meetings and cycle 2 had three meetings.
The research finding shows that jigsaw could overcome the students‟
difficulties in reading comprehension; they could identify main idea, identify ,
identifying explicit and implicit meaning, guess meaning of new words, identify
communicative purpose of text, identify cohesive device, and identify reference.
Besides solving the students‟ difficulties, jigsaw improved the class
situation. Before conducting jigsaw technique in teaching process, the students‟
motivation was low and after doing action their motivation improved. Based on
pre-observation, most of students were passive. After using jigsaw technique, the
students became more active and interactive during the teaching learning process.
There was an improvement in the students‟ attitude.
Finally, it can be concluded that Jigsaw can improve the students‟ reading
comprehension and improve the class situation.
Key words: reading comprehension, jigsaw, classroom action research
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MOTTO
Fainna ma‟al-„usriyusraa…… inna ma‟al-„usriyusraa……
(QS. Al-Insyirah: 5-6)
(Karenasesungguhnyasesudahkesulitanituadakemudahan,
sesungguhnyasesudahkesulitanituadakemudahan)
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DEDICATION
This research is dedicated to
My beloved family
My beloved brothers
My friends
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ACKNOWLEDGEMENT
Praise be to Allah SWT, The Lord of Universe, always blesses thewriter in
finishing his thesis as a partial requirements for the UndergraduateDegree of
Education in English Department.
The writer wants to express special gratitude to those who had given their
help, guidance and support in writing this thesis.
1. The Dean of Teacher Training and Education Faculty.
2. The Head of English Department.
3. Mr. Drs. A. DahlanRais, M. Hum and Mrs. HefySulistyawati, S.S.M.Pd as
the consultants, for the guidance in finishing this thesis.
4. Mr. Drs. Supraptono, M.Pd as the Headmaster of SMP Islam Diponegoro
Surakarta and Mrs. Sumaya for the help and the guidance.
5. All of the teachers SMP Islam Diponegoro Surakarta for their help,
guidance, and support to the writer.
6. My students of VIII D, SMP Islam Diponegoro Surakarta for their help in
conducting the research. It was my great experience to teach you all.
7. My brothers, my little sister Tyas Ayu M., all of my friends Titi, Yusi,
Feri, Fia, Ulfa, Erlin, Bashir, Rifki, Dika, and all of my friends in English
Qualification Program 2010 for their support.All of you are my best
friends.
The writer realizes that this thesis is still far from being perfect. She
acceptsgratefully every comment and suggestion. Hopefully, this thesis will be
useful forthe readers and English education improvement.
Surakarta, October,2012
AgustinaDwiRatnaningsih
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TABLE OF CONTENTS
TITLE ................................................................................................................... i
PRONOUNCEMENT ........................................................................................... ii
APPROVAL OF CONSULTANTS ...................................................................... iii
LEGALIZATION OF BOARD EXAMINERS .................................................... iv
ABSTRACT .......................................................................................................... v
MOTTO ................................................................................................................ vi
DEDICATION ...................................................................................................... vii
AKNOWLEDGEMENT ......................................................................................viii
TABLE OF CONTENTS ……………………………………………………… ix
LIST OF TABLES ................................................................................................ x
LIST OF FIGURES .............................................................................................. xi
LIST OF APPENDICES ....................................................................................... xii
CHAPTER I INTRODUCTION ........................................................................... 1
A. Background of the Study ............................................................ 1
B. Problem Statement ..................................................................... 6
C. Objective of the Study ................................................................ 6
D. The Benefits of The Study ......................................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE ..................................... 8
A. The Nature of Reading and Reading Comprehension ............... 8
1. Definition of Reading ........................................................... 8
2. Reading Comprehension ...................................................... 9
3. Competences of Reading...................................................... 10
4. Motivation Theory ............................................................... 10
5. Indicators of Reading Comprehension ................................. 13
B. The Nature of Cooperative Learning .......................................... 15
1. Definition of Cooperative Learning ..................................... 15
2. The Benefits of Cooperative Learning ................................. 17
3. Review Jigsaw ...................................................................... 18
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4. Advantages of Jigsaw ........................................................... 19
C. Teaching Reading Using Jigsaw ................................................ 19
D. The Problems in Teaching ......................................................... 22
E. Rationale .................................................................................... 23
F. Action Hypothesis ...................................................................... 25
CHAPTER III RESEARCH METHODOLOGY ................................................. 26
A. The Setting and Time of Research ............................................. 26
B. Subject of the Research .............................................................. 27
C. Method of the Research ............................................................. 28
D. The Process of Action Research ................................................ 29
E. Techniques of Collecting Data ................................................... 30
F. Techniques of Analyzing Data ................................................... 31
CHAPTER IV RESULT OF THE STUDY .......................................................... 32
A. Introduction ................................................................................ 32
B. Process of The Research ............................................................ 33
1. Description of Cycle 1 ......................................................... 33
2. Description of Cycle 2 ......................................................... 41
C. Research Findings and Discussion ............................................. 45
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ............. 55
A. Conclusion ................................................................................. 55
B. Implication ................................................................................. 56
C. Suggestion .................................................................................. 56
BIBLIOGRAPHY ................................................................................................. 58
APPENDICES ...................................................................................................... 61
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LIST OF TABLES
1. Table 3.1 Time of Research ...................................................................... 27
2. Table 4.1The Summary of Research Findings .......................................... 46
3. Table 4.2 Score of Reading Comprehension............................................. 49
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LIST OF FIGURES
Figure 3.2 The Model of Action Research ............................................................ 30
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LIST OF APPENDICES
Appendix 1.The Field Notes ............................................................................ 62
Appendix 2.Lesson Plans ................................................................................. 89
Appendix 3. Transcript Interview .............................................................. ...122
Appendix 4. Item Test ............................................................................... ...125
Appendix 5. Score of Reading Comprehension ..............................................149
Appendix 6. Photographs ................................................................................152
Appendix 7.Legalization .................................................................................154
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CHAPTER I
INTRODUCTION
A. Background of the Study
English is an international language and it is one of the main subjects that
is taught in junior and senior high school. Besides, as the main subject which is
taught at school, the students are hoped to master it as a means of communication.
English subject which is taught at school has four skills; listening,
speaking, reading, and writing. Those are an integrated aspect that students have
to master in order to achieve them. Students are supposed to master four skills not
only in getting a good mark but also for communicative purpose, in that students
can use English as a means of communication in daily life. This statement is
supported by Watkins (2005: 10), who says that knowing a language involves
being able to use that language effectively in real life situations.
One of English skills is reading. Reading is the activity of perceiving a
written text in order to understand its meaning (message). Wallace (1992: 4) says
reading as interpreting means reacting to a written text as a piece of
communication; in other words, we assume some communicative intent on the
writer‟s part which the reader has some purposes in attempting to understand.
By mastering reading comprehension the students can comprehend a text
especially for the students; they can easily to do the exercises dealing with the
text. Besides, most of the school‟s material in printed form especially English
lesson, they can be easier to get the meaning of it and also it will increase their
scoring in reading comprehension. Other reason, they can enhance reading skill in
daily life such as when they are reading an English newspaper or advertisement or
announcement. In other words, the students can be asked to read, understand, and
interpret a variety of texts, including stories and poems, reports, essays, scientific,
and technical information. While a lot of learning still takes place in the
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classroom, they are expected to read more and more information on their own,
outside the class. The students need not only to understand what they read but also
to respond and assess what they read. From this case they can increase vocabulary
directly not only for their lesson but also their skill in daily life.
Brown (1994: 290-291) has stated there are several requirements which
students should achieve in reading. They are the students are able to identify main
idea of a text; they are able to identify supporting detail, they are able to identify
communicative purpose of a text, they are able to guess meaning of new words,
they are able to identify reference, and the last is they are able to identify cohesive
device. Besides, Harmer (1991: 183) says that there are six competences in
receptive skill especially reading. They are predicting skill, extracting specific
information, getting the general picture, extracting detailed information,
recognizing function and discourse patterns, and deducing meaning from context.
Based on the competence standard of junior high school (KTSP) of eighth
grade students, in reading comprehension students must, “Memahami makna
dalam esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi
dengan lingkungan sekitar,” and the KKM (Minimum Passing Grade) for reading
comprehension of SMP Islam Diponegoro is 62. Ideally, in reading
comprehension the students should be able to identify main idea of a text, identify
supporting detail, guess meaning of new words, identify communicative purpose,
identify cohesive device, and identify reference.
In contrast, based on the pre-research, their reading comprehension was
low. It is supported by the fact that the mean score of reading comprehension was
55.43. The indicators can be arranged by identifying cohesive device, identifying
reference, guessing new meaning of words, identifying communicative purpose,
identifying main idea of the text, and the last is identifying supporting details of
the text. The score for each of indicators, in that identifying cohesive device got
43.7; identifying reference got 45.2; guessing new meaning of words got 50.4;
identifying communicative purpose got 51.9; identifying main idea of the text got
66.7; and last, identifying supporting details of the text got 74.8.
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The problems that arose in teaching reading could be seen from the
students‟ and the teacher‟s factors. When the researcher observed them, actually
they were active students but only few students who were active in concentrating
on the lesson, the rest of them were busy on their own business such as making a
chat to other students or doing other subjects. When the teacher taught them, they
still faced difficulties in understanding the text and the questions.
In addition, when they faced a text, the teacher had to translate new words
in the whiteboard or orally. Other reason, when they did the pre-test most of them
still asked question about the meaning of the questions for examples: “Bu,
maksudnya cohesive device itu apa?” and “Bu, reference itu apa?”, “Bu,
paragraph ini main ideanya yang mana?”. Most of the students sometimes asked
the meaning of words in multiple-choice such as “Bu, a shore itu artinya apa?, Bu,
lucky itu apa?, visitors apa Bu?”, and so on.
From the teacher‟s side, she still used lecture technique to teach the
students beginning from giving them a text, training them to read a text, asking
the students to understand a text by translating a text, and then doing exercises in
module or students‟ worksheet (LKS). Moreover, she also had limited techniques
to teach the students in vary so the result of it the students fell bored on the lesson.
It was supported by interview the teacher. She said that “terus terang saja, saya
ndak paham dengan itu (the examples of learning technique) ndak tahu teknik apa
saja, misalnya kelompok-kelompok”. From the media, sometimes she played a
movie to attract the students in doing exercises. But it was ineffective because the
film took long time so that it wasted time. Sometimes, it took another subject‟s
time to finish her teaching.
To increase their ability in reading comprehension, the writer uses a
technique namely jigsaw to help them in improving their reading comprehension.
According to Saskatoon Public Schools (2004-2009) jigsaw is a cooperative
learning strategy that enables each student of a jigsaw group to specialize in one
aspect of a learning unit. Students meet with members from other groups who are
assigned the same aspect, and after mastering the material in expert group, they
return to the home group and teach the material to their group members. The
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writer chooses this technique which belongs to cooperative learning because it has
some positive advantages, as follows:
1. Students work in small heterogeneous groups. Small groups provide
maximum opportunities for oral interaction. Larger groups can reduce the
amount of interaction opportunities and some students may begin to
contribute and participate less than others.
2. Positive interdependence. The task is better done by the group than by any
individual; each member of the group depends on every other member for
some aspect of the task. The students complete the assignment by sharing
information and ideas with each other.
3. Individual accountability. Although students work together, each of them
is individually accountable to the group and the teacher completes his/her
own assignment or shares of it, and helps students.
4. Purposeful task. Cooperative learning groups offer opportunities and
jigsaw technique is applied to problem-solving tasks, provides each group
member with information to contribute to the collecting of information for
solution of the problem.
5. Groups skills. Students who have been socialized into competitive or
individualistic mode of learning will need to learn how to work effectively
in groups (Kessler, 1992: 130).
In implementing jigsaw in the language classroom, Kessler (1992: 137)
argues there are some advantages as follows:
1. Jigsaw provides an excellent learning environment for the achievement of
language through relevant content;
2. Jigsaw gives the development of academic skills through carefully
structured reading and writing activities;
3. Jigsaw provides the exploration of relevant content through use of
purposeful task in the classroom;
4. Jigsaw gives opportunities for students to develop their cognitive skills of
analysis, comparison, evaluation, and synthesis of information.
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Tewkesburry (2008) said that there are some disadvantages of jigsaw
technique below:
1. Jigsaw technique takes much time to organize the group. The teacher
should make groups that combine the students who have different
intelligences.
2. If students do not get into their group quickly enough or read their initial
texts quickly enough, it will run out of time.
3. If one or two obstinate students do not participate a whole group or two
will lose out on a piece of the text.
4. The class situation becomes noisy so the teacher needs to control the
students.
5. A teacher cannot monitor all groups at once.
In doing the research, the writer used jigsaw technique which is promoted
by Aronson (2008) as follows:
1. Students are divided into a 5 or 6 person jigsaw group. The group should
be varied in terms of ethnicity, gender, ability, and race.
2. One student should be appointed as the group leader. This person should
initially be the most mature student in the group.
3. The day‟s lesson is divided into 5–6 segments (one for each member)
4. Each student is assigned one segment to learn. Each student should only
have direct access to their own segment.
5. Students should be given time to read over their segment at least twice to
become familiar with it. Students do not need to memorize it.
6. Temporary experts groups should be formed in which one student from
each jigsaw group joins other students assigned to the same segment.
Students in this expert group should be given time to discuss the main
points of their segment and rehearse the presentation they are going to
make to their jigsaw group.
7. Students come back to their jigsaw group.
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8. Students present their segment to the group. Other members are
encouraged to ask question for clarification.
9. The teacher needs to move from group to group in order to observe the
process. Intervene if any group is having trouble such as a member being
dominating or disruptive. There will come a point that the group leader
should handle this task.
10. A quiz on the material should be given at the end.
Based on the previous explanation, the needs to improve student‟s
receptive skills, especially reading comprehension; the writer decides to use
jigsaw to improve their reading comprehension. The writer plans to conduct a
classroom action research entitled, “IMPROVING THE STUDENTS‟ READING
COMPREHENSION USING JIGSAW (A Classroom Action Research at the
Eighth Grade Students of SMP Islam Diponegoro Surakarta in the Academic Year
of 2012/2013).
B. The Problem Statement
The problem statements of the research:
1. How does jigsaw improve the students‟ reading comprehension?
2. How can jigsaw improve the class situation?
C. The Objectives of Study
The objectives of the study here are aimed to:
1. describe how jigsaw improve the students‟ reading comprehension and
2. describe how jigsaw can improve class situation.
D. Benefits of the Study
Dealing with the reasons above the writer to do this research, hopefully
this research can give advantages for teaching and learning process especially
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reading comprehension. First, for the teacher this research can be alternative
information or additional material to teach reading in class with appropriate
technique. Second, for the students, the result of the research can help the students
in improving their reading comprehension. They can understand and comprehend
of narrative text, they understand the meaning of narrative text, and they can
distinguish between main idea and supporting idea of a text, etc. Third, the
research can be useful for other researchers who want to teach reading
comprehension based on appropriate technique and class situation.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. The Nature of Reading and Reading Comprehension
1. Definition of Reading
There are various definitions of reading to choose from many experts.
Burns (1984: 10) argues reading is a thinking process. The act of recognizing
words requires interpretation of graphic symbols. In order to comprehend a
reading selection thoroughly, a person must be able to use the information to
make inferences and read critically and creatively to understand the figurative
language, determine the author‟s purpose, evaluate the ideas presented, and apply
the ideas to actual situations. Aebersold and Field (1997: 15) say that reading is
what happens when people look at a text and assign meaning to the written
symbols in the text.
Nuttal (1982) (in Edhitia, 1988: 14) defines reading as the meaningful
interpretation of printed or written verbal symbols. It means that reading is a result
of the interaction between the perception of graphic symbols that represent
language and the reader‟s language skills, cognitive skills, and the knowledge of
the world. In this process, the reader tries to recreate the meanings intended by the
writer.
Besides, Silberstein (1987) (in Edhitia, 1988: 15) points out reading as an
active cognitive process of interacting with print and monitoring comprehension
to establish meaning. Reading is the immediately recognition of various written
symbols, simultaneous association of these symbols with existing knowledge, and
comprehension of the information and ideas communicated. It means that when a
reader interacts with print, his prior knowledge combined with and the visual
(written) information results in his comprehending the message.
Based on the statements above, it can be concluded that reading is a
thinking process of recognizing words requires interpretation of graphic symbols,
8
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looking at a text and assigning meaning to the written symbols in the text,
interpreting printed or written verbal symbols, and interacting with print and
monitoring comprehension to establish meaning.
2. Reading Comprehension
Klingner (2007: 2) says reading comprehension is the process of
constructing meaning by coordinating a number of complex processes that include
word reading, word and world knowledge, and fluency.
Besides, he also says that reading comprehension involves much more
than readers‟ responses to text. Reading comprehension is a multi component,
highly complex process that involves many interactions between readers and what
they bring to the text (previous knowledge, strategy use) as well as variables
related to the text itself (interest in text, understanding of text types).
Furthermore, Grabe (2009: 10) states reading comprehension is a complex
set of processes that is carried out automatically for extended period of time and
with apparently few processing difficulties and devoted to automatic word
recognition, syntactic parsing, meaning formation, and text-building
comprehension processes.
Besides, Urquhart and Weir (1998: 22) and Koda (2005: 4) in Grabe, say
that reading comprehension is the process of receiving and interpreting
information encoded in language form via the medium of print and it occurs when
the reader extracts and integrates various information from the text and combines
it with what is already known.
Based on the definitions above, it can be concluded that reading
comprehension is a complex process of constructing meaning by coordinating a
number of complex processes that include word reading, word and world
knowledge, and fluency; interacting between readers and what they bring to the
text, and carrying out for extended period of time and with apparently few
processing difficulties and devoted to automatic word recognition, syntactic
parsing, meaning formation, and text-building comprehension processes, and also
receiving and interpreting information encoded in language form via the medium
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of print and it occurs when the reader extracts and integrates various information
from the text and combines it with what is already known.
3. Competences of Reading
Harmer (1991: 183) says that there are six competences in receptive skill
especially reading. They are predictive skill, extracting specific information,
getting the general picture, extracting detailed information, recognizing function
and discourse patterns, and deducing meaning from context.
Predictive skill, readers predict what they are going to read. The process of
understanding the text is the process of seeing how the content of the text matches
up to these predictions. Extracting specific information, we read something
because we want to extract specific of information or it is often called scanning.
Getting the general picture, we often read text because we want to have an idea of
the main points of the text without concerning the details information and it is
called skimming. Extracting detailed information, a reader often has to be able to
access texts for detailed information. The information can be required many kinds
such as to identify reference. Recognizing function and discourse patterns, we
understand paragraph structure and paragraph organization and we recognize
cohesive device. By understanding paragraph organization, the students can
understand communicative purpose too. Deducing meaning from context, the
students are able to deduce the meanings of unfamiliar words from the context.
4. Theory of Motivation
There are some definitions of motivation suggests by some expert.
Brophy (1998:3) says that motivation refers to student‟s subjective experiences,
especially their willingness to engage in lesson and learning activities and their
reason for doing so. Another definition is put forward by Weiner in Elliot et al
(2000: 332) defines that motivation is an internal state that arouses us to action,
pushes us in particular direction, and keep us engaged in certain activities.
From definition above it can be concluded that motivation is student‟s
subjective experience that arouses students to action, pushes them particular
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direction, especially their willingness to engage in lesson and learning activities
and their reason for doing this. In other words motivation is an individual
intention of acquiring the knowledge or skill that are the activities are intended to
develop.
Students‟ motivation affect on the teaching learning process. It is one of
key to successful language learning. Learning and motivation are equally essential
for performance. Learning enables us to enquire new knowledge and skills, and
provide us to enquire new knowledge and skill, and motivation provides the
impetus for showing what we have learned. An Elliot et al (2000: 332) sum up
that motivation is an important psychological construct that affect learning and
performance in four ways: (1) Motivation increases an individual‟s energy and
activity level. It influences the extent, to which an individual is likely to engage in
a certain activity intensively or half-heartedly, (2) Motivation directs an individual
toward certain goals. Motivation affects choice people made and the result they
find rewarding, (3) Motivation promotes initiation of certain activities and
persistence in those activities. It increase the possibility that people will begin
something on their own, persist on the face of difficulty, and resume a task after a
temporary interruption, and (4) motivation affects the learning strategies and
cognitive processes an individual employs. It increases the possibility that people
will pay attention to something, study and practice it and try to learn it in a
meaningful fashion. It also increases the possibility that they will seek help when
they meet difficulty.
Learning process will more successful if the student also has good
motivation as the learner. Ur (1996: 275) say that, motivated learning is someone
who is willing or even eager to invest effort in learning activities and to progress.
Moreover this learner motivation makes teaching and learning immeasurably
easier and more pleasant as well as productive. Naiman in Ur (1996: 275) also
adds that the most successful learner are not necessarily those language comes
very easily. They are those who display certain typical characteristic, most of
them clearly associated with motivation. There are: 1) Positive Task Orientation.
The students who are motivated in learning are willing to tackle tasks and
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challenges and have confidence in his or her success, 2) Ego-involvement the
students find it important to succeed in learning in maintaining and promote his or
her own positive self image, 3) Need for achievement. The students has need to
achieve, to overcome difficulties and succeed in what he or she sets out to do, 4)
high aspiration. The students is very aware of the goals of learning or of specific
learning activity and directs his or her efforts toward achieving them, 5)
Perseverance. The students consistently invest a high level of effort in learning
and is not discouraged by setbacks or apparent lack of progress, 6) Tolerance of
ambiguity. The students is not disturbed of frustrated by situation involving a
temporary lack of understanding or confusion; he or she can live with theses
patiently, in confidence that the understanding will come letter.
Elliot et al (2000: 333) also add another aspect of motivation often
discussed when educational practices are concerned is relative importance of
intrinsic and extrinsic motivation. Intrinsic motivation is desire of students
themselves to learn without the need for external motivation. This motivation
comes from the learners‟ needs, wants and desire for their own purpose. This
motivation also exists when the learner learns because of an inner desire to
accomplish a task successfully, whether it has some external value or not.
Extrinsic motivation is reward and inducement external to student. Students‟
reason to doing an activity is to gain something outside the activity itself, such as
getting the best score, prizes or obtaining financial reward. This motivation exists
when the learners are motivated by an outcome that is external. Extrinsically
motivated students carried out task in anticipation of reward from outside beyond
themselves.
Ryan and Deci (2000: 56 and 60) also states that there are two kinds of
motivation that are: intrinsic and extrinsic motivation. Intrinsic motivation is
defined as doing of an activity for its inherent satisfaction rather than for some
separable consequence. Extrinsic motivation is a construct that pertains whenever
an activity is done in order to attain some separable outcome. Based on the theory
above, it can be concluded that there are two kinds of motivation those are:
Intrinsic and extrinsic motivation. Intrinsic motivation is defined as the motivation
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which comes from students‟ desire to learn. The indicators of intrinsic motivation
are (1) the students have inner desire to accomplish a task successfully, whether it
has some external value or not, (2) the students are aware of how much they are
paying attention to the lesson, (3) The students perform their task bravely and
confidently.
Extrinsic motivation is a construct that pertains whenever an activity is
done in order to gain something outside the activity itself, such us best score,
prizes or obtaining financial rewards. The indicators of extrinsic motivation are
(1) students do the best in their task to get reward from the teacher, (2) students
focus is goal of the task not the process of learning itself, so they finish their task
quickly, (3) the students interest on the lesson because the material that the
teacher use. The texts that are used are colourful and illustrated with pictures.
5. Indicators of Reading Comprehension
Brown (1994: 290-291) argues that he has micro-skills of reading as
follows:
1. Discriminate among the distinctive graphemes and orthographic
patterns of English;
2. Retain chunks of language of different lengths in shirt-term memory;
3. Process writing at an efficient rate of speed to suit the purpose;
4. Recognize a core of words, and interpret word order patterns and their
significance;
5. Recognize grammatical word classes (nouns, verbs, etc.), system (e.g.,
tense, agreement, pluralization), patterns, rules, and elliptical forms;
6. Recognize that a particular meaning may be expressed in different
grammatical forms;
7. Recognize cohesive devices in written discourse and their role in
signaling the relationship between and among clauses;
8. Recognize the rhetorical forms of written discourse and their
significance for interpretation;
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9. Recognize the communicative functions of written texts, according to
form and purpose;
10. Infer context that is not explicit by using background knowledge;
11. From events, ideas, etc., described, infer links and connections
between events, deduce causes and effects, and detect such relations as
main idea, supporting idea, new information, given information,
generalization, and exemplification;
12. Distinguish between literal and implied meanings;
13. Detect culturally specific references and interpret them in a context of
the appropriate cultural schemata;
14. Develop and use a battery of reading strategies, such as scanning and
skimming, detecting discourse markers, guessing the meaning of
words from context, and activating schemata for the interpretation of
texts.
Besides, Harmer (1998: 69) states that students are acquired to be able to
do a number of things with a reading text; they are as follows:
1. Scanning the text for particular bits of information they are searching
for. It means that they do not have to read every word and line.
2. Skimming a text – as if they were casting their eyes over its surface- to
get a general idea of what it is about.
3. Reading for detailed comprehension, whether looking for detailed
information or language, must be seen by students as something very
different from the reading skills mentioned above. When looking for
details, we expect students to concentrate on the information of what
they are reading.
Based on the theories above, it can be concluded that the indicators of
reading are as follows:
1. Identifying a main idea of text,
2. Identifying detailed information,
3. Guessing meaning of new words in a text,
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4. Finding communicative purpose of text,
5. Identifying cohesive device, and
6. Identifying reference.
B. The Nature of Cooperative Learning
1. Definition of Cooperative Learning
Kessler (1992: 8) proposes cooperative learning is a group learning
activity organized so that learning is dependent on the socially structured
exchange of information between learners in groups and in which each learner is
held accountable for his own learning and is motivated to increase the learning of
others.
Besides, Bauwens (1989: 46) says cooperative teaching refers to a
restructuring of teaching procedures in which two or more educators possessing
distinct sets of skills work in a coactive and coordinated fashion to jointly teach
academically and behaviorally heterogeneous groups of students in educationally
integrated settings, that is, in general classrooms.
In addition, Ornstein (2000: 323) states cooperative learning is an
instructional approach gaining in popularity, whereby students work together in
small groups instead of competing for recognition or grades.
Furthermore, Cruickshank et al. (1999: 205) argues cooperative learning is
the term used to describe instructional procedures whereby learners work together
in small groups and are rewarded for their collective accomplishments.
Based on the statements above, it can be concluded that cooperative
learning is a group learning activity organized in which exchanging of information
between learners in groups and motivating to increase the learning of others,
restructuring of teaching procedures, gaining in popularity instead of competing
for recognition or grades, working together in small groups and rewarding for
their collective accomplishments.
Nunan (1992: 35) says the five factors are necessary for successful
cooperative learning:
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1. Positive interdependence, a sense of working together for a
common goal and caring about each other‟s leaning,
2. Individual accountability, whereby every team member feels in
charge of their own and their teammates‟ learning and makes an
active contribution to the group,
3. Abundant verbal, face-to-face interaction, where learners explain,
argue, elaborate, and link current material with what they have
learned previously,
4. Sufficient social skills, involving an explicit teaching of
appropriate leadership, communication, trust, and conflict
resolution skills so that the team can function effectively,
5. Team reflection, whereby the teams periodically assess what they
have learned, how well they are working together and how they
might do better as a learning team.
Similarly, Johnson and Johnsons (1992) (in Orlich, 1998: 277) argue there
are some features of cooperative learning below:
1. Positive interdependence, students work together to ensure the
success of each student. Positive interdependence teaches each of
students is enhanced when everyone succeeds.
2. Face-to-face interaction. Students interact, assist one another with
learning tasks, and promote one another‟s success. The small group
setting allows students to work directly with one another, to share
opinions and ideas, to get understandings, and to work as a team to
ensure each member‟s success and acceptance.
3. Individual accountability. Each student is held accountable for his
or her own academic progress and task completion,
4. Development of social skills. Cooperative learning offers students
a chance to develop the interpersonal skills needed to succeed at
school, work, and within the community. Primary among these
skills are effective communication, understanding and appreciation
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of others, decision making, problem solving, conflict resolution,
and compromise.
5. Group evaluation. Groups of students need to evaluate and discuss
how well they are meeting their goals, what actions help their
group, and what actions seem to hurt group interactions.
2. The Benefits of Cooperative Learning
Kessler (1992: 7) has statement that there are benefits of Cooperative
Learning as follows:
1. Providing a richness of alternatives to interactions between
students.
2. Addressing content area learning and language development
needs within the same organizational framework.
3. The variety of ways to structure student practice with lesson
material increases opportunities for individualized instruction.
Besides, Slavin in Nunan (1997: 35) discusses there are some advantages
of using Cooperative Learning in teaching process as follows:
1. There is positive interdependence among the members in the
group because the work in cooperative learning teams is
structured,
2. The learners feel that they work together for mutual benefit,
3. There is a sense of joint responsibility where learners care
about and get committed to each others‟ success as well as their
own,
4. A team environment provides assistance to each other to
promote more positive peer relationship, social support, and
partly for the reason, higher self-esteem, and academic
achievement.
In addition, Orlich (1998: 274) says cooperative learning offers many
benefits, are as follows:
1. It improves both academic learning and social skills,
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2. It is an aid to classroom management and instruction,
3. It enhances students‟ enthusiasm for learning and their
determination to achieve success
4. It increases the academic achievement of students of all ability
level in reading, writing, mathematics computation and
application, comprehension, and critical thinking.
5. Cooperative learning provides valuable training in skills
needed to become effective citizens, to engage in group
problem solving, and to attain and keep employment,
6. Cooperative learning improves interpersonal relations and
strengthen conflict resolution skills.
7. It improves students‟ emotional well-being, self-esteem,
coping skills, and attitudes toward schoolwork.
8. Cooperative learning identify an increase in their own
knowledge and self-esteem, trust of peers, and problem solving
and communication skills.
9. It improves the relationships among diverse students, when
teachers are careful to construct groups of students from
various cultures and levels of physical need and ability.
10. Cooperative learning provides exciting learning opportunities
across content areas
3. Review of Jigsaw
The jigsaw technique was first developed in the early 1970s by Elliot
Aronson and his students at the University of Texas and the University of
California. Students of an average sized class (26 to 33 students) are divided into
competency groups of four to six students, each of which is given a list of
subtopics to research. Individual members of each group then break off to work
with the experts from other groups, researching a part of the material being
studied, after which they return to their starting group in the role of instructor for
their subcategory.
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Brown (1994: 182) discusses jigsaw is a special form of information gap
in which each member of a group is given some specific information to achive
some objectives. He explains that in jigsaw, the member of a jigsaw group are
given an application form with different information provided. The students ask
each other question to complete all the information on a form.
Furthermore, (Saskatoon Public Schools, 2004-2009) he says that jigsaw is
a cooperative learning strategy that enables each student of a home group to
specialize in one aspect of a learning unit. Students meet with members from
other groups who are assigned the same aspect, and after mastering the material,
return to the home group and teach the material to their group members.
Silberman (1996: 111) also says jigsaw is a widely practiced technique
that is similar to group-to-group exchange with one important difference. Every
single student teaches something. Each student learns something, then it combined
with the material learned by others, forms a coherent body of knowledge or skill.
Based on the statements above, it can be concluded that jigsaw is a special
form of information gap in which each member of a group is given some specific
information to achieve some objectives where students meet with members from
other groups who are assigned the same aspect, and after mastering the material,
return to the home group and teach the material to their group members, then each
student combines the material learned by others and forms a coherent body of
knowledge or skill.
4. The Advantages of Jigsaw
Aronson (2000-2011) states that the jigsaw classroom has several
advantages below:
1) Most teachers find jigsaw easy to learn,
2) Most teachers enjoy working with it,
3) It can be used with other teaching strategies,
4) It works even if only used for an hour per day,
5) It is free for the taking.
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C. Teaching Reading Using Jigsaw
Barkley et al. (2005: 157) defines there are five steps of using jigsaw in
learning process:
1. The instructor presents a list of possible topics for developing
knowledge, making the division of the material into component parts
clear,
2. Either through teacher assignment or by interest areas, students form
groups charged with developing expertise on a particular topic,
3. Students work in these expert groups to master the topic. They also
determine ways to help others learn the material, exploring possible
explanations, examples, illustrations and applications,
4. Students move from their expert groups to jigsaw group in which each
student serves as the only expert on a specific topic. In these groups,
experts teach the material and lead the discussion on their particular
topic. Thus each jigsaw group consists of four to six students, each
prepared to teach their subject to their peers,
5. The whole class reflects on the group discoveries in a closure activity.
Aronson (2008) points out there are ten steps considered important in the
implementation of the jigsaw classroom:
1. Students are divided into a 5 or 6 person jigsaw group. The group
should be diverse in terms of ethnicity, gender, ability, and race.
2. One student should be appointed as the group leader. This person
should initially be the most mature student in the group.
3. The day‟s lesson is divided into 5–6 segments (one for each member)
4. Each student is assigned one segment to learn. Each student should
only have direct access to their own segment.
5. Students should be given time to read over their segment at least twice
to become familiar with it. Students do not need to memorize it.
6. Temporary experts groups should be formed in which one student from
each jigsaw group joins other students assigned to the same segment.
Students in this expert group should be given time to discuss the main
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points of their segment and rehearse the presentation they are going to
make to their jigsaw group.
7. Students come back to their jigsaw group.
8. Students present their segment to the group. Other members are
encouraged to ask question for clarification.
9. The teacher needs to move from group to group in order to observe the
process. Intervene if any group is having trouble such as a member
being dominating or disruptive. There will come a point that the group
leader should handle this task. Teachers can whisper to the group
leader as to how to intervene until the group leader can effectively do it
themselves.
10. A quiz on the material should be given at the end
Clarke (1994) presents the jigsaw structure in stages and discusses several
variations of the jigsaw structure including different group sizes and different
stage implementation. These stages can be summarized as:
Stage 1: Introduction of the topic to the whole class.
Stage 2: Focused Exploration, the focus pairs or groups of four first
struggle with the section they have been assigned.
Stage 3: Reporting and Reshaping. The students return to their original
groups and tutor their teammates based on their findings from the
focus groups.
Stage 4: Integration and Evaluation. The team connects the various
pieces generated by the individual members, addresses new problems
posed by the instructor or evaluates the group product.
Similarly, Aronson (2000-2011) says there are 10 steps of jigsaw in learning
process as follows:
i. Divide students into 5- or 6-person jigsaw groups. The groups should be
diverse in terms of gender, ethnicity, race, and ability.
ii. Appoint one student from each group as the leader. Initially, this person
should be the most mature student in the group.
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iii. Divide the day's lesson into 5-6 segments. For example, if you want
history students to learn about Eleanor Roosevelt, you might divide a short
biography of her into stand-alone segments on: (1) Her childhood, (2) Her
family life with Franklin and their children, (3) Her life after Franklin
contracted polio, (4) Her work in the White House as First Lady, and (5)
Her life and work after Franklin's death.
iv. Assign each student to learn one segment, making sure students have
direct access only to their own segment.
v. Give students time to read over their segment at least twice and become
familiar with it. There is no need for them to memorize it.
vi. Form temporary expert groups by having one student from each jigsaw
group join other students assigned to the same segment. Give students in
these expert groups time to discuss the main points of their segment and to
rehearse the presentations they will make to their jigsaw group.
vii. Bring the students back into their jigsaw groups.
viii. Ask each student to present her or his segment to the group. Encourage
others in the group to ask questions for clarification.
ix. Float from group to group, observing the process. If any group is having
trouble (e.g., a member is dominating or disruptive), make an appropriate
intervention. Eventually, it is best for the group leader to handle this task.
Leaders can be trained by whispering an instruction on how to intervene,
until the leader gets the hang of it.
x. At the end of the session, give a quiz on the material so that students
quickly come to realize that these sessions are not just fun and games but
really count.
In this research, the writer used stages of jigsaw technique promoted by
Aronson (2008) in teaching reading comprehension.
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D. The Problems in Teaching
Aronson (2000-2012) has stated that there are some problems that appear
during teaching and learning process using jigsaw, below:
a. The problem of the dominant student
Teachers point one of the students to be the discussion leader. Then, it
is the leader's job to call on students tries to spread participation in
discussing. Each student is allowed to present her or his material
before giving questions and comments. Thus, the self interest of the
group reduces the problem of dominance.
b. The problem of the slow student
Dealing with this problem, the jigsaw technique relies on expert
groups. In the expert group, students have a chance to discuss their
report and modify it based on the suggestions of other members of
their expert group. All of students in expert group can overcome the
problems.
c. The Problem of bright students becoming bored
Here, bright students are encouraged to develop the mind set of
teacher, and then he or she can transform the learning experience to
other members from a boring task into an exciting challenge. Students
get not only do a challenge which produces psychological benefits, but
the learning is more complete.
d. The problem of students who have been trained to compete
Jigsaw technique in middle and high school is required to maintain the
benefits of cooperative learning; it was not for competing but
cooperating in solving difficulties in group by discussing.
E. Rationale
Reading comprehension is a complex process of constructing meaning by
coordinating a number of complex processes that include word reading, word and
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world knowledge, and fluency; interacting between readers and what they bring to
the text, and carrying out for extended period of time and with apparently few
processing difficulties and devoted to automatic word recognition, syntactic
parsing, meaning formation, and text-building comprehension processes, and also
receiving and interpreting information encoded in language form via the medium
of print and it occurs when the reader extracts and integrates various information
from the text and combines it with what is already known.
The eighth grade students of SMP Islam Diponegoro have lack of reading
comprehension. They have some difficulties in reading comprehension, such as
identifying main idea of a text, identifying supporting details, guessing meaning
of new words, identifying communicative purpose of a text, identifying cohesive
device and the last, identifying reference.
Because of those, the researcher promotes an appropriate technique in that
jigsaw and gives them appropriate material in order to make the lesson run well.
Jigsaw is a special form of information gap in which each member of a group is
given some specific information to achieve some objectives. Further, jigsaw gives
several benefits in teaching reading comprehension because, first reason, students
in a group can develop and share their knowledge to solve the problems in reading
comprehension in that identifying main idea of a text, identifying supporting
details, guessing meaning of new words, identifying communicative purpose of a
text, identifying cohesive device and the last, identifying reference. Second
reason, the students in a group (expert group) can focus on their segment of
material. Through cooperative learning, the students solve the problem of reading
comprehension easily. Jigsaw also provides a good environment for such
discussion, enabling students to compare, and gain a deeper understanding of the
material. The material here is related to the problem of reading comprehension,
each student is not doing the task individually but it requires doing in team-work,
since all of groups‟ members share a common goal, they are motivated to work
together for mutual benefit in order to maximize their own and each others‟
learning. Additionally, the students can involve in discussing the material other
members in solving their tasks. This creates a positive interdependence among the
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learners in which they perceive that they can reach their goal best when the others
in the same learning group also do as well as possible.
Based on the explanation above, it can be assumed that jigsaw can
improve the students‟ reading comprehension and the class situation.
F. Action Hypothesis
The use of jigsaw can improve the reading comprehension and the class
situation of the eighth grade students of SMP Islam Diponegoro Surakarta in
academic year of 2012/2013.
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CHAPTER III
RESEARCH METHODOLOGY
A. Setting and Time of Research
SMP Islam Diponegoro is located on Jl. Kapten Mulyadi No. 221 D
Surakarta. The statistic number of the school is 202-036103036. SMP Islam
Diponegoro is one of schools which is part of Islamic Education of Diponegoro
Institution. SMP Islam Diponegoro is divided into two parts, namely female and
male students which the buildings are separated so that they have their own
building.
The school‟s environment is very conducive for teaching and learning
process. In addition, the school provides facilities for the students and the others,
and every class consists of 25 students. It can encourage the condition of teaching
and learning process run well and more effective. The school also has program
namely Saturday Happy which is the school only has five active days. Saturday
Happy, the students are given a chance to develop their skill in the laboratory,
outside of the lesson in the class such as phisic, biology, cooking, etc.
The school can be reached by the students easily because SMP Islam
Diponegoro is located on Jl. Kapten Mulyadi which is near the main road. The
school also provides fotocopy service in order that the teacher and the students are
easy to make copy the material. There are many facilities provided by the school
such as koperasi (economic enterprice) for the students and the teachers, healt unit
(UKS), computer, science and language library.
There are 13 classrooms for female students which are divided into two
types namely regular and special program (PK), consisting of seventh grade which
is divided into 4 classes in that VII A PK, VII B PK, VII C regular, and VII D
regular. And then the eighth grade which is divided into 4 classes namely VIII A
PK, VIII B PK, VIII C regular, and VIII D regular. The last, the ninth grade
26
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consicts of 5 classes; they are IX A PK, IX B PK, IX C regular, IX D regular and
IX E regular.
The research was conducted from April until May 2012 and the timetable
is as follows:
Table 3.1. The Schedule of Research
B. Subject of the Research
The subject of the study is the students of eighth grade of SMP Islam
Diponegoro Surakarta in that class VIII D Regular. The custodian of VIII D
Regular is Siti Chobilaisani, S. Ag. It has 27 students where all of the students are
female. The class condition is quite conducive for conducting teaching and
learning process. The location of the class is also quite enough because it is in the
second floor and nearby the teacher‟s room. But most of the students are passive
in teaching learning in the class and only few students are active to the lesson.
There is LCD to support the teaching and learning activities.
Activities Month
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Des
Writing thesis proposal
Doing pre research
Cycle 1
a. first meeting
b. second meeting
c. third meeting
d. post-test 1
Cycle 2
a. first meeting
b. second meeting
c. post-test 2
Collecting and
analyzing the data
Reporting the thesis
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C. Method of the Research
Mills (2000: 6) says that action research is any systematic inquiry
conducted by teacher researchers, principals, school counselors, or other
stakeholders in the teaching/learning environment, to gather information about the
ways that their particular schools operate, how they teach, and how well their
students learn.
Besides, Cruickshank (1999: 300) says that action research is the process
of conducting classroom research to answer questions or solve problems about
teaching and learning.
And also Carr and Kemmis in McNiff (1992: 2) state that action research
is a form of self-reflective enquiry undertaken by participants (teachers, students
or principals, for example) in social (including educational) situations in order to
improve the rationally and justice of (a) their own social or educational practices,
(b) their understanding of these practices, and (c) the situations (and institutions)
in which these practices are carried out.
Another definition, Burns (2010: 2) says action research (AR) is part of a
broad movement that has been going on in education generally for some time. It
is related to the ideas of „reflective practice‟ and „the teacher as researcher‟.
AR involves taking a self-reflective, critical, and systematic approach to explore
your own teaching contexts. The main aims of AR is to identify a „problematic‟
situation or issue that the participants – who may include teachers, students,
managers, administrators, or even parents – consider worth looking into more
deeply and systematically.
From the definitions above, it can be concluded that action research is any
systematic inquiry conducted by teacher researchers, principals, school
counselors, or other stakeholders in the teaching/learning environment to gather
information about the ways that their particular schools operate, how they teach,
and how well their students learn; to answer questions or solve problems about
teaching and learning; to improve the rationally and justice of their own social or
educational practices, their understanding of these practices, and the situations
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(and institutions) in which these practices are carried out; and to take a self-
reflective, critical, and systematic approach to explore your own teaching context.
D. The Process of Action Research
According to Kemmis and McTaggart (1988) in Burns (p. 7-9), AR (action
research) involves four phases in a cycle of research.
1. Planning
In this phase you identify a problem or issue and develop a plan of action
in order to bring about improvements in a specific area of the research context.
This is a forward-looking phase where you consider: i) what kind of investigation
is possible within the realities and constraints of your teaching situation; and ii)
what potential improvements you think are possible.
2. Action
The plan which is carefully considered deliberates into the teaching
situation that put into action over an agreed period of time.
3. Observation
This phase involves observing systematically the effects of the action and
documenting the context, actions and opinions of those involved. It is a data
collection phase where researcher open eyes and mind to collect information
about what is happening.
4. Reflection
At this point, researcher reflect on, evaluate and describe the effects of the
action in order to make sense of what has happened and to understand the issue
that have been explored. Researcher decides to do further cycles of action research
to improve the situation better.
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Figure 3.2. Classroom Action Research Model
E. Techniques of Collecting Data
In this classroom action research, the researcher collects the data using
qualitative and quantitative method. The first is qualitative method that is
promoted by Burns (1999:156-160). The technique of collecting the data using
qualitative method uses:
1. Assembling the data
The first step is to assemble the data that have been collected over
the period of the research. The data in this research were test, field
notes, and interview.
2. Coding the data
Coding is a process of attempting to reduce the large of amount of
data that may be collected to more manageable categories of
concepts, themes, or types.
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3. Comparing the data
The data have been categorized in some ways, comparisons can be
made to see whether themes or patterns are repeated or developed
across different data gathering techniques.
4. Building interpretation
This stage demands a certain amount of creative thinking as it is
concerned with articulating underlying concepts and developing
theories about why particular patterns of behaviors, interactions, or
attitudes have emerged.
5. Reporting the outcomes
The final stage involves presenting an account of the research for
others.
F. Techniques of Analyzing the Data
In analyzing quantitative data, the researcher uses the statistics which in
finding the mean score of pre-test and post-test can be calculated with the formula
as follows:
=
=
In which,
= mean of pre-test score
= mean of post-test score
n= numbers of students
∑X= numbers of pre-test score
∑Y= number of post-test score
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CHAPTER IV
RESULT OF THE STUDY
A. Introduction
Pre-research was held before conducting the research. It was held to
identify the problems during the teaching learning process in relation to students‟
reading comprehension before using new method, to identify the teacher‟s
technique in teaching reading comprehension, and also to identify the students‟
learning activity during teaching and learning process. Pre-research included
observing the teaching learning process.
The result of observation in the pre-research was that first, the students got
difficulties in understanding the text which was given by the teacher. They had
difficulties in identifying the main idea, finding the supporting detail, guessing the
new meaning of words, identifying communicative purpose of text, identifying
reference, and finding cohesive device so that they felt lazy to read the English
text. They did not have any motivation to study. As a result, they got low
achievement in doing the test from their teacher. Second, they were bored with
textbooks (module/LKS) which they had. The reason was some materials in
textbooks were not related to their background knowledge. They often did not
understand the content of the texts. It made them feel difficult to comprehend the
text. They never read another English text except those found in the modul or
students‟ worksheet (LKS).
A pre-test was held to the eighth grade students in class D of SMP Islam
Diponegoro Surakarta which consisted of 27 students. The mean score of
students‟ pretest was 55.43. It indicated that the students had low achievement in
comprehending texts since they got unsatisfying result in pretest.
There were some cases causing those problems. The cases came from the
teacher and the students. First, the teacher was less creative in delivering the
material. She only focused in teaching vocabulary. The teacher used to ask the
students to do the exercises in their module. Second, the students were not
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motivated or interested in teaching and learning process because the text which
were discussed were not interesting.
Considering the problems which were found in classroom, the writer
decided to apply jigsaw technique in improving students‟ reading comprehension.
The research was conducted to the eighth grade students in class D.
B. Process of the Research
In this study, the research presents what happened in the teaching and
learning during the research in SMP Islam Diponegoro Surakarta at the eighth
grade in VIII D in academic year of 2012/2013. The research in improving
students‟ reading comprehension took two cycles.
1. Cycle 1
a. Planning the action
The writer did pre-research before implementing the research at the
school. The writer‟s observation consisted of field notes, interview, and pre-test
on reading comprehension.
Based on the pre-research, the writer found that in reading comprehension, the
students‟ interest was low. It could be seen from the result of the pre-test which
was conducted by the researcher at that class, it was 55.43. Furthermore, from pre-
test that was given to them, it was found that most of them still had difficulties in
reading comprehension and it could be arranged from identifying cohesive device,
identifying reference, identifying new meaning words, finding communicative
purpose, finding supporting detail, and identifying main idea of a text. And also
based on an interview to the teacher, the students were passive in the learning
process, only few students were active in participating the lesson. Most of them
were busy with their own business such as talking to others or doing other subject.
According to the problems above, the researcher planned and chose a
technique to solve the problem. She chose jigsaw technique that was used in
teaching learning process in class VIII D regular. By using jigsaw technique, it
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would improve the students‟ reading comprehension and encourage the class
situation towards the reading comprehension better. For every meeting, the
researcher made lesson plans to prepare the subject in order to run well. Lesson
plan was designed according to the syllabus, namely narrative text. In this action
research, the researcher was helped by the teacher as the observer.
b. Implementing the action
In the research, the writer became the teacher who taught reading
comprehension to the students in that narrative text. This cycle 1 took four
meetings.
1) First Meeting
It was the first meeting to teach the students. The lesson was conducted on
April, 30th
, 2012 and started at 07.15 to 08.35. The researcher was responsible to
teach the eighth grade at regular class, female students. It consisted of 27 female
students.
About 15 minutes before teaching, the researcher prepared the media
namely LCD and notebook. After that the teacher (Mrs. SM) came in the class as
the observer. The class was noisy and there was a student who asked questions
such as “Bu Guru namanya siapa? PPL ya Bu?” then researcher answered her
questions.
She greeted the students by saying “Assalamu‟alaykum warahmatullahi
wabarakatuh. Good morning students? How are you today?” Then, she checked
the students‟ attendance. The first meeting, before giving them material the
researcher introduced herself. Then she gave short information about the teaching
using jigsaw in order that they could understand about it and also the class ran
well.
After that, the researcher divided the students into groups of four. The
class was very noisy when they joined in a home group. After they were ready to
learn, the researcher played short movies. The students then watched the short
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movies entitle Snow White and The Wolf and the Otters carefully. It was as brief
information what we would learn that day. The students were taught about
narrative text. From the movies, the students got information about the material
that would be learn. The teacher gave some clues such as “Kalian tahu tidak,
video tadi disebut apa? Tokoh dari video pertama siapa?”. Based on the activity,
she told the students what material would be learned during the lesson. She also
explained what narrative text was.
The part of the lesson, the students were given a segment of text for each
students of each group. Each member took one of them in home group. Before
doing the task, the researcher gave explanation about the rule of the lesson. The
students were given few minutes to read their segment. Then, for each member
who took same part, joined in a new group and that was called expert group. The
students in expert group were given time more or less 15 minutes for discussing
the text. The class was noisy again. During the teaching and learning process, the
researcher guided them about what they would do by giving them some clues.
During discussing the task the students asked questions related to the text.
After that, they came back to home group for sharing the information that
they have gotten in front of the class. Then, they answered the questions related
the text in comprehend. After answering the questions, the teacher checked their
answer by asking volunteer. But just few students who had bravery to answer the
questions so that the teacher pointed them according to the students‟ attendance.
Then the bell rang that meant the lesson ended and the students submitted the task.
Before ending the lesson, she gave summary the material that they have
learnt that day. Finally, the teacher said “Wassalamu‟alaykum and see you next
time.”
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2) Second Meeting
Second meeting was held on May 07, 2012 at 07.15 to 08.35 a.m. As
usual, the teacher greeted the students by saying “Assalamu‟alaykum, good
afternoon students? How are today? and the students gave response by saying
„Wa‟alaykumsalam, good morning Miss. I am fine thank you, and you? the teacher
said “I am fine too.” After that, the teacher checked the students‟ attendance. She
stated the topic that would be learned that day in that narrative text. Before
starting the material, she explained what jigsaw was. It was aimed to make them
familiar with jigsaw. Then, she asked about whether or not they had a homework
that they got at the previous day.
Then, the teacher showed a picture related the material in that narrative
text. She asked some questions to the students such as” Apa pendapat kalian
ketika melihat gambar ini? The students answered “cerita dongeng Miss. Ada
yang lain? Fiksi Miss. Ada pendapat yang lain? Narrative Miss. Ya, betul semua.
Gambar ini biasa kita temukan di cerita dongeng, cerita fiksi, atau cerita khayal.
Narrative text itu apa anak-anak? One of them answered “text yang menceritakan
peristiwa masa lalu Miss. Hari ini kita akan memperdalam materi tentang
narrative text.”
The students were divided into some home groups, each of consisted of
four like previous meeting. Then she distributed the worksheet. The class became
crowded for a while. She gave each member group a segment of the text and a
time to read over this segment. After for a while, the students joined in others who
had the same segment. This group was called expert group.
The researcher asked the students to discuss the main points of their
segment and to rehearse the presentation they would take to their home groups.
The students began to discuss their material in expert group. The researcher
reminded them that one of groups‟ members should give presentation in front of
the class. After several times, she asked the students to go back to the home
groups and then discussed and teach the material to other group member to collect
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the information about the text by rearranging the different segments into a good
story.
The researcher distributed the task to each group. She asked them to
discussed and completed the task with their members. While the students were
discussing, the researcher was walking around the students‟ tables to monitor and
helping students whether they had questions to ask. After finishing the tasks, the
researcher and the students discussed the answer together. The researcher offered
the students to raise their hands in answering the questions. Some students who
seemed to want answer just spoke softly and then the researcher pointed one of
them to answer. In the end of the meeting, the researcher reviewed the lesson by
summarizing the material which they had got that day. Then, she closed the
meeting by saying “Wassalamu‟alaykum warahmatullahi wabarakatuh”.
3) Third Meeting
The third meeting was held on May 9th
, 2012. The class started at 12.30-
13.10 p.m. As usual the first section was the opening. The researcher checked the
students‟ attendance and she stated the topic that would be learned. She also
reminded them about jigsaw technique that was used in teaching and learning
process. The topic was narrative text.
Before giving worksheets to the students, the researcher asked them to
make home groups. Then she gave each member group a segment of the text and
a time to read over that segment. The student read their each material. After that,
she asked the students to make expert groups. The students who had the same
segment were in one group that was expert group. Then, the researcher gave time
to the students to discuss the material together in expert group. After a while, each
member of expert groups went back to their home groups and presented the
material that had been gotten from expert groups. The researcher asked them to
rearrange the segments into a good text and ask them to understand the content.
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After reading the text, the researcher distributed the task to all students
related to comprehend the text. The researcher and the students discussed
questions together. Before closing the meeting, the researcher summarized the
material that day and asked the students to prepare themselves since next day
there would be post test 1.
4) Fourth Meeting
The fourth meeting was conducted on May, 14th
, 2012 and there was post
test 1. This test was held to know the students‟ achivement in comprehending the
narrative text after applying jigsaw technique during teaching and learning
process.
The researcher gave the rule of test, that they had to do the test
individually and then she distributed the test for all students. The class was quite.
The reseacher walked around the class to monitor the students. They did the test
seriously.
The test took 80 minutes. After finishing the test, the students submitted it
to the researcher. Then, the researcher closed the class.
c. Observing the Action
The researcher held observation during teaching and learning process to
the students. It was aimed to measure how far jigsaw technique influenced the
students‟ reading comprehension improvement.
In the first meeting the teaching learning process ran slowly. The students
were busy with themselves. When the students were introduced to jigsaw learning
and the material that would be learned, they looked curious and interest but they
were also confused. They had to make home and expert group in jigsaw
technique that it made a different as students usually did with their English
teacher. It made crowded situation when they moved to home or expert group.
But the researcher gave anticipation to reduce their crowded by deciding the
members of each group. Deciding the members of each group, the researcher got
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information from the English teacher. She gave information about the students
who had good achievement in the class and the rest of them were only divided by
her herself. It was aimed to reduce their noisy and not waste the time.
In the second meeting, there was an improvement, the group discussion
ran better than previous meeting. Most of students asked questions related to the
material to the researcher but there was domination in discussing the task. The
students had sat properly in their group and they had known what they should do
to the material. The students with the reseacher‟s guidance became active during
the discussion although the class was crowded. The researcher felt that the
students enjoyed the teaching and learning process.
In the third meeting, the group discussion ran better than before. The
students had known what they should do in the group whether in home or expert
group. There was no domination in discussing the material after the researcher
gave motivation to them. The reseacher also monitored and helped them during
the teaching learning process. In this meeting, the researcher checked the students‟
understanding by giving some questions dealing with the text; the students were
able to answer the questions.
In discussing the answer of the questions, the researcher gave opportunity
for the students to answer the questions by raising their hands. Sometimes, the
researcher pointed the students to answer the questions. In this meeting, the
reseacher reminded the students about narrative text before conducting post test 1.
In the fourth meeting, the researcher gave post test 1 to the students. This
test was held to know the students‟ achievement in reading comprehension after
implementing jigsaw technique. The result of post test 1 showed improvement on
students‟ mean score. The mean score increased from 55.43 in pre-test to 60.37 in
post test 1.
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d) Reflecting the Observation Result
In reflecting the result of implementation in the first cycle, there were
some strengths and weaknesses that must be solved in the second cycle. The
strengths were the success of the implemenation of the treatment that was jigsaw
technique. Meanwhile the weaknesses were the problems that needed to be solved.
The results of the implemenations are as follows:
1. The strengths of the action
a) In reading comprehension:
1. There was an improvement of students‟ reading comprehension. It can
be seen from comparing the mean score of pre test and post test 1 that
were 55.43 to 60.37.
2. There was an improvement in reading comprehension, namely in
identifying main idea of text the students got 66.7 in pre-test and it
increased to 71.1 in post-test 1. And also they got 74.8 in pre-test and it
increased to 82.2 in post-test 1 in identifying supporting detail.
b) In class situation:
1. There were changes of the students‟ behaviour toward teaching and
learning process. It could be seen from the group discussion, the
students were active to share their opinion to other members whether
in home or expert group.
2. There was curiousity and enthusias among the students dealing with
the lesson since they did the task together with their friends in home or
expert group. They can also help each other members in solving their
difficulties.
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2. The weaknesses of the action
a) In reading comprehension:
1. The mean score of post-test 1 in reading comprehension was still below
KKM (Minimum Passing grade: 62). That was 60.37.
2. The students still had problems in guessing meaning of new words,
identifying communicative purpose of a text, identifying reference, and
identifying cohesive device. Four problems above were still below of
minimum passing grade (KKM: 62). They were 54.8; 54.8; 51,1; and
48.1.
b) In class situation:
1. Time used. The students did not pay attention to the time given by the
researcher in presenting their text. They could not manage the time
effectively. Sometimes they only read and analyzed their text so that the
time for disscusing was less.
2. There were students who did not involve the group discussion actively so
that they did not understand the content of the text. They only received the
result of the discussion from their group leader.
2. Cycle 2
a. Revising the Action Plan
Based on the problems that got from the first cycle, the researcher made
some solutions to solve the problems in cycle 2 below.
To solve the weaknesses of the study, namely in guessing meaning of new
words, identifying communicative purpose, identifying reference, and identifying
cohesive device the researcher focused on explaining how to overcome their
problem such as guessing meaning of new words based on context, drilling the
social function of text, identifying reference and cohesive device by reading
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sentences around the part which is analyzed. Therefore, those solutions would
improve the students‟ achievement in reading comprehension.
To solve the problem during teaching and learning process, the researcher
restricted the time for the presentation and one of each group members had to
present the text in front of their own group.
b. Implementing the Action
This study was conducted by the researcher (AD). In this cycle the
researcher took two meetings for implementing jigsaw technique and one more
meeting for post test 2.
1) First meeting
The first meeting was held on May, 16th
, 2012. This study was aimed to
know every students‟ understanding about narrative text. As usual the researcher
came to the class. She greeted the students and checked their attendence. The
students gave good response in opening section of the lesson that day.
The researcher continued the activity to present the lesson. As usual the
students were asked to join the home group that had been determined the
researcher the members of each group. It was aimed to make the time effectively
and no waste the time. In this meeting the researcher gave narrative text to them
which had some pictures to make the students more interested and easier to
understand the text.
After giving each segment for each student in home group, the students
were given few minutes to read their segments before moving on expert groups.
That day the students made a change of their behavior better than they did in cycle
1. They had known what they should do and their discussion ran well. There was
an active discussion all of members of group whether in home or expert group.
The students also asked some question dealing with the text to their members
before asking the questions to the researcher. The researcher helped and
monitored them in order that the discussion ran well until the end of meeting.
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To check whether the students understood the text, the researcher asked
some questions. The students paid attention to the researcher‟s question and they
prepared the answer directly with other members. The class was noisy since there
was a discussion in every group. The students started to do the task that was given
by the researcher. After a while, the task was discussed together with the students
and the researcher.
Before ending the meeting that day, the researher and the students
summarized the lesson together. She gave motivation to study hard in order that
they could master narrative text. The researcher ended the meeting by saying
“Wassalamu‟alaykum.”
2) Second meeting
The second meeting was conducted on May, 21st, 2012. This meeting
aimed to guide that the students understood about narrative text before conducting
post test 2 in the next meeting.
The researcher came in the class and greeted the students and then she
checked the students‟ attendance. Before giving material to the studens the
researcher gave motivation and she reviewed the last material in order to make
them ready to do the next material.
The students were asked to join in home group and then the researcher
gave text to them. The researcher reminded that every student had to prepare
herself if the researcher chosen one of group members to present the group‟s work
randomly. This was done by her in order that all of students were always ready. In
group‟s discussion, the researcher monitored every group. The class was noisy. As
the first meeting in this cycle, the students were active to share their opinion and
knowledge. Sometimes the students came to the researcher to ask their problems
dealing with text.
After they had the segments, they were asked to join in expert group.
Every expert group discussed their segment. The students seemed a positive
behavior toward teaching and learning process. They have known jigsaw was.
After a while, they came back to home groups. Directly, they share their
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information from expert groups. Each group asked a student to present their result
in front of their own group.
Then, the researcher gave students‟ worksheet to them. The students did
the task together with their friends. In other side, the researcher moved around the
class to monitor and helped them if they had difficulties. After that, the researcher
checked the answer together with the students. After all of the questions were
answered, the researcher reminded the students to prepare since the next meeting
would be post test 2. She also motivated them in order to be active within
discussion.
The bell rang then, so the researcher closed the lesson by saying
“Wassalamu‟alaykum.”
3) Third meeting
In the last meeting, the researcher conducted post test 2 on May, 23rd
,
2012. It was aimed to know the students‟ improvement in reading comprehension
after the treatment of cycle 1 had been revised.
c. Observing the Action
In the first and second meeting, there was the students‟ change of behavior
toward the teaching learning process. The students were more active in discussing
the material if it was compared to the meetings in cycle 1. There was no
domination among the members of group. All of group members were involved in
the discussion. The students who were chosen by the researcher to present their
work randomly did the presentation well although they were shy to speak in their
own group. Other students also paid attention to their friends‟ presentation. There
was also an improvement that was the students‟ reading comprehension. When the
researcher gave some questions dealing with the text, they could answer the
questions. They looked very happy. It can be seen from the result of post test 2
that was 73.08. Their result showed a progress from pre-test, post test 1, and post
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test 2. They were 55.43 in pre-test, 60.37 in post test 1, and 73.08 in post test 2. It
was obvious that the students‟ reading comprehension was increased in cycle 2.
d. Reflecting the Action
Based on the observation results, the researcher reflected the result of the
action in cycle 2. The strengths of the action are as follows:
1. The students‟ score in reading comprehension increased. KKM for reading
comprehension was 62. The result from pre-test 1 and 2 improved. It can
be seen from the cycles; the mean score of pre-test 55.43; post test 1 got
60.37 and the mean score of post test 2 was 73.08. It
2. The class situation, the students were more active individually and in
groups. It can be seen when they joined the group discussion. Each of
members of groups was active in sharing their opinion to give solution in
solving the task that they had got. Each student asked words that they did
not know yet. The students became brave to ask questions and ready
during the teaching and learning process. The class was more alive, that
was all of the students were enthusiastic to learn English text and also they
were brave to ask questions dealing with the text.
The weaknesses of the study in reading comprehension, all of the students
got score more than KKM (62) but there was still a problem in the mean score
of indicators namely identify communicative purpose and reference. The
weaknesses in teaching and learning process, the students felt bored and made
noisy in the class.
C. Research Findings and Discussion
1. Research Findings
The last step of the study was discussing the result of the research. Here,
there were two problems that became points of the study. They were to describe
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how jigsaw improved the students‟ reading comprehension and to describe how
jigsaw could improve classroom condition. The summary of research findings was
below.
Table 4.1. The Summary of Research Findings
No. Points Before AR After AR
1 Students’ reading
comprehension
Students’ reading
comprehension was
low
Students’ reading
comprehension
improved
a. The students’ test score a. The achievement of
the students was low.
The mean score of pre-
test got 55.43
a. Students‟ score
improved. The mean
score of post-test 1
was 60.37 and
increased to 73.09 in
post-test 2
b. The students’ reading
comprehension
b.The students had
difficulty in
identifying main idea
of text.
b.The students could
answer the question
about identifying
main idea of text.
c.The students got
problem in
identifying supporting
detail.
c.The students could
answer the question
related to identify
supporting detail.
d.The students had
difficulty in guessing
meaning of new
words.
d.The students could
answer the question
in guessing meaning
of new words.
e.The students got
difficulty in
identifying
communicative
purpose of narrative
text.
e.The students could
answer the question
about identifying
communicative
purpose of narrative
text.
f.The students had
difficulty in
identifying reference.
f.The students could
answer the question
about identifying
reference.
g.The students had
difficulty in
identifying cohesive
device.
g.The students could
answer the question
in identifying
cohesive device.
Strengths of the action Weaknesses of the
action
Cycle 1 In reading
comprehension:
1. There was an
In reading
comprehension:
1.The mean score of
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improvement. It can be
seen from comparing
the mean score of pre-
test and post-test 1 that
were 55.43 to 60.37
post-test 1 in reading
comprehension was
still below KKM
(Minimum Passing
Grade: 62). That was
60.37
2.There was an
improvement viewed
from each indicator of
reading
comprehension:
a.Identify main idea of
text got 66.7 in pre-test
and it increased to 71.1
in post-test 1.
b.The students got 74.8
in pre-test and it
increased to 82.2 in
post-test 1 in
identifying supporting
detail.
2.The students still had
problems in guessing
meaning of new
words (54.8),
identifying
communicative
purpose of text (54.8),
identifying reference
(51.1), and identifying
cohesive device
(48.1). Four problems
above were still below
of KKM (62).
In class situation:
1.It could be seen from
the group discussion,
the students were
active to share their
opinion to other
members whether in
jigsaw or expert group.
In class situation: 1.Time used. The
students did not pay
attention to the tome
given by the teacher
in presenting the
result of discussion.
2.There was curiousity
and enthusias among
the students dealing
with the lesson since
they did the task
together with their
friends in jigsaw or
expert group. They can
also help each other
members in solving
their difficulties.
2.There were students
who did not involve
the group discussion
actively so that they
did not understand the
content of the text.
They only received
the result of the
discussion from their
group leader.
Cycle 2 Strengths of the action Weaknesses of the
action
In reading
comprehension:
1.The students‟ score in
reading
comprehension
increased (KKM: 62)
in comparing the mean
score of pre-test
In reading
comprehension:
1.The mean score of
each indicator was
still below KKM (62)
namely identify
communicative
purpose of text and
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(55.43), post-test
1(60.37), and post-test
2 (73.08).
identify reference.
In class situation:
1.The students were
more active
individually and in
groups.
2.The students were
motivated learners,
they became brave to
ask questions.
3.The class was more
alive. All of students
were enthusiastic to
learn reading class.
In class situation:
1.The students felt
bored and made noisy
in the class.
c. The improvement of
students’ score in
reading comprehension
Pre-test score 1. Identifying main idea
of text: 66.7
Post-test score
1.Identifying main idea
of text: 71.1
2.Identifying supporting
detail: 74.8
2.Identifyying
supporting detail: 82.2
3.Guessing meaning of
new words: 50.4
3.Guessing meaning of
new words: 54.8
4.Identifying
communicative
purpose of text: 51.9
4.Identifying
communicative
purpose of text: 54.8
5.Identifying reference:
45.2
5.Identifying reference:
51.1
6.Identifying cohesive
device: 43.7
6.Identifying cohesive
device: 48.1
Post-test 2 score 1.Identifying main idea
of text: 78.5
2.Identifying supporting
detail: 89.6
3.Guessing meaning of
new words:63
4.Identidfying
communicative
purpose of text: 61.5
5.Identifying reference:
57.8
6.Identifying cohesive
device: 88.1
2 The class situation a. During teaching
learning process, the
students did their own
activity and did not
pay attention to the
a. The students paid
attention to the
lesson rather than
doing their business.
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lesson.
b. The students tended
to be passive
students.
b.The students became
active learners. They
participated on
discussion either jigsaw
or expert group. In
jigsaw technique the
students read the text,
shared knowledge and
information that they
had to other members of
expert group, analyzed
the text together, and
presented the result of
discussion to other
members of jigsaw
group.
c. The students had low
motivation such as
when they found
difficult question or
task, they gave up
easily.
c.The students were
motivated in learning
reading class. They had
willingness to get good
achievement in reading
lesson. They were
active during group
discussion. They also
got ease since they
worked in group.
2. Discussion
1. The Improvement of the Students’ Reading Comprehension
The research was aimed to describe how jigsaw could improve the
students‟ reading comprehension and the class situation. First was how jigsaw
could improve the students‟ reading comprehension. It could be seen from the
table which showed the students‟ score in reading comprehension is as follows:
Table 4.2. Score of Reading Comprehension Viewed from Each Indicator
No. Indicators Pre-test Post-test 1 Post-test 2
1 Identify main idea of text 66.7 71.1 78.5
2 Identify supporting detail 74.8 82.2 89.6
3 Guess meaning of new words 50.4 54.8 63
4 Identify communicative purpose of
text
51.9 54.8 61.5
5 Identify cohesive device 43.7 48.1 88.1
6 Identify reference 45.2 51.1 57.8
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The mean of the pre-test score was 55.43 and it increased to 60.37 in post-
test 1 and it increased to 73.08 in post-test 2. It indicated that jigsaw could be an
effective technique to improve reading comprehension to the eighth grade
students of SMP Islam Diponegoro Surakarta in the academic year of 2012/2013.
It was suitable with Slavin‟s (in Nunan, 1997: 35) statement that jigsaw as
the part of cooperative learning that has some benefits. He says “a team
environment provides assistance to each other to promote more positive peer
relationship, social support, and partly for the reason, higher self-esteem, and
academic achievement. Stevens and Slavin (in Orlich 1998: 275) also say jigsaw
has been shown to increase the academic achievement of students of all ability
level in reading, writing, mathematics computation and application,
comprehension, and critical thinking.
This condition was also supported by the result of observation toward the
teaching and learning process. In the teaching learning process using jigsaw in
reading comprehension, the researcher used a kind of text as the topic namely
narrative text. Each meeting covered some indicators; identifying main idea,
identifying supporting details, guessing meaning of new words, identifying
communicative purpose, identifying reference, and identifying cohesive device.
There was an improvement students‟ reading comprehension skill.
Jigsaw technique that was implemented in teaching and learning
process provided activities useful to the students in understanding the text.
Through the activity in jigsaw group, the students could do the task well in finding
the main idea of the text. The students during the jigsaw group could find the
location of main idea. When the students were asked by the teacher, the students
could mention the kinds of paragraph. As a result, it indicated that the activity in
jigsaw group improved students‟ skill especially in identifying main idea. It was a
line with Mengduo & Xiaoling statement that step 3 and 4 of jigsaw procedures,
„The researchers listed and explained the new and unfamiliar words and
expressions in
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the passage on the blackboard, such as as good as, with all their might, and took
heed to, in order to remove some of the barriers of the material and ease the flow
of the jigsaw activity in the groups. The researchers read the passage twice to the
whole class so that the students could grasp the main idea of the passage. Then
they asked wh-questions concerning the passage, which may help the students
organize their thoughts for better preparation.‟
The next indicator was identifying supporting details. During
discussing in jigsaw group, the students could answer the questions which were
given to them. They could analyze the text to complete the task in group. The
result was mostly had right answer. The activities indicated that jigsaw improved
students‟ skill in identifying supporting details. Using jigsaw technique in
improving reading comprehension made a good effect for the students and it is in
line with Mengduo and Xiaoling in the journal that they said that “Jigsaw makes it
possible for the students to work together to complete the assignment on their
own. Therefore, “each member of a team is responsible not only for learning what
is taught but also for helping teammates learn, thus creating an atmosphere of
achievement. Students work through the assignment until all group members
successfully understand and complete it” (Mengduo and Xiaoling, 2010).
Jigsaw technique also could improve students‟ reading
comprehension in guessing meaning of new words or vocabulary. This case
included jigsaw technique in step 6 that was the students were discussed in jigsaw
group. Through the activity in jigsaw group they could predict the meaning of
difficult words of their material. They guessed it by looking at the context, words,
and sentences surrounding that word. They also could find the synonym or
antonym of word. The National Reading Panel (National Institute of Child Health
and Human Development, 2000) and the RAND Reading Study Group (2002) (in
Klingner: 2007) investigated vocabulary as an essential part of reading for
understanding. Quite simply, it is impossible to understand text if we do not know
much about a significant number of the words in the text. And also Risa‟s
statement in research findings of her thesis said that “The results of the data
analysis showed that: the mean score of pretest was 68.9, the mean score of
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posttest was 83.9, the t-value was 3.91, the t-critical values with degree of
freedom (df) 27 and level of significance at 5 % (0.05) was 2.06. Based on the
data analysis above the alternative hypothesis was accepted because the t-
observed was higher than t-critical values (3.91>2.06). It also meant that teaching
English vocabulary using jigsaw method was proven effective.”
Jigsaw could improve students‟ reading comprehension in the skill
of identifying communicative purpose. Through the discussion in jigsaw group,
the teacher stimulated the students by giving them question to mention the generic
structure of narrative text. They could answer it well. After that, the teacher asked
what narrative text was. They also could answer it. Then, the teacher asked a
question to them what communicative purpose of narrative text was, the students
could complete it well. Think about various text structures and how they influence
reading comprehension. A complete schema facilitates comprehension as well as
memory. When we retell or summarize a story, this template provides an
organizing structure that helps us do this more efficiently (Kintsch & Greene in
Klingner, 1978).
Jigsaw technique could improve students reading comprehension in skill
of identifying cohesive device and reference. During the discussion in jigsaw
group, the students did the task well dealing with the material. They could find
reference by analyzing the previous or next sentences in the text. They used their
knowledge to complete the task. They also could find cohesive device by
identifying the sentences which were joined. This was supported by Prom-D in his
thesis that he said “Additionally, when regarding each of the four sub-skill of
reading comprehension (reading for main idea, reading for detail, drawing
inference, and differentiating between fact and opinion) the findings revealed that
the students‟ achievement of drawing inference and reading for main idea were
significantly higher at the .50 level after being taught by using the jigsaw
technique” (Prom-D, 2012).
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2. The Improvement of the Class Situation
Jigsaw not only improved the students‟ reading comprehension but also
improved the class situation. Jigsaw technique could improve the students‟
interest and motivation. It could be seen from their positive behavior during
discussion in jigsaw or expert group. The students got involved in discussing the
material actively. Although the class was crowded, the researcher could control it.
The class condition was active and interactive. The students were also more
courageous to ask some difficulties and answer the questions that the researcher
asked. This finding is supported by Kessler (1992: 8). He says cooperative
learning is a group learning activity organized so that learning is dependent on the
socially structured exchange of information between learners in groups and in
which each learner is held accountable for his own learning and is motivated to
increase the learning of others. Other theory, (Sharan, 1989; Webb, 1985, 1988)
say that jigsaw which belongs to cooperative learning can motivate students to
clarify in their own minds what they have learned and what they have yet to learn.
The students became more active and interactive during the teaching
learning process. It was based on their activity during the group discussion. Each
of members of group involved the discussion; they shared their opinion in solving
the difficulties of the task. Using jigsaw, the students were more courageous to
ask their difficulties such as asking the words that they did not know yet and each
of students got ready to answer and response the teacher‟s instruction. It is the
same statement which is said by Kessler (1992: 7), there are benefits of
cooperative learning. One of them is providing a richness of alternatives to
interactions between students.
There was an improvement in the students‟ attitude. It could be seen from
their behavior during the teaching and learning process. When they were asked to
join whether in jigsaw or expert groups, they could make time more effective.
During the discussion the students got ease to do the task in group. They also
focused in doing the task in group and the class was less crowded so that the
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discussion ran well. It is supported by Patterson and Patrick‟s (1994) statement.
He says jigsaw improves students‟ emotional well-being, self-esteem, coping
skills, and attitudes toward schoolwork.
There was an improvement in managing the class situation. Based on
Aronson‟s statement (2000-2011) jigsaw can be used as other teaching strategies.
Jigsaw technique made the students focus and active during discussion. The
students did not have time to chat their business since they were busy with their
schoolwork. Jigsaw which belongs to cooperative learning provides opportunities
for students to act as resources for each other, thus assuming a more active role in
their learning (McGroarty, 1989). It made time more effective so that it managed
the class condition. According to Bassano and Christison (1988) in Kessler, they
identify four kinds of benefits associated with cooperative learning in classroom
management. One of them is cooperative learning can assist with classroom
environment and social tasks, for example, arranging the classroom, distributing
materials, or generating advice on critical accidents such as greeting new students
or dealing with discipline problems.
Based on the results of the study above, it can be concluded that jigsaw
can improve the students‟ reading comprehension and the class‟ situation.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTIONS
A. Conclusion
In this chapter the researcher presents conclusion about the result of the
research. The researcher did the Classroom Action Research by using jigsaw to
improve the students‟ reading comprehension in SMP Islam Diponegoro at the
eighth grade in academic year of 2012/2013. The conclusions of the research are
as follows:
1. Jigsaw improves the students‟ reading comprehension in class VIII D of SMP
Islam Diponegoro.
The mean of the pre-test score (55.43) increased to 60.37 in post-test 1 and
increased to 73.08 in post-test 2. This condition was also supported by the result
of research in the teaching and learning process. The students could identify the
main idea, identify supporting detail, guessing meaning of new word, identify
communicative purpose, identify cohesive device, and identify reference.
2. Jigsaw improves the class situation in terms of their motivation to learn
English text and active participation in home or expert group.
Jigsaw technique could improve the students‟ interest and motivation. It
could be seen from their positive behavior during discussion in jigsaw or expert
group. The students participated in discussing the material actively. The students
were also more courageous to ask some difficulties and answer the questions that
the researcher asked.
The students became more active and interactive during the teaching
learning process. Each of members of group participated on the discussion; they
shared their opinion in solving the difficulties of the task. There was an
improvement in the students‟ attitude. When they were asked to join whether in
jigsaw or expert groups, they could make time more effective. They also focused
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in doing the task in group and the class was less crowded so that the discussing
ran well.
There was an improvement in managing the class condition. Jigsaw
technique made the students active during discussion. The students did not have
time to chat their business since they were busy with their schoolwork.
B. Implication
The right choice of teacher in teaching reading are important. The teacher
must be wise to select effective technique and the material itself. The use of
jigsaw in teaching reading is proven as an effective technique to improve students
reading comprehension. It can be seen from the mean score of reading
comprehension before and after the action done. The mean score of pre-test was
55.43; the mean score of post test 1 was 60.37; and post test 2 was 73.08. Group
discussion in jigsaw is an effective in raising the students‟ motivation, interest,
and attitude towards material. To support those approaches, select attracting
material can make students enjoy the lesson. Video and picture are effective to
help the students focus on the lesson. By combining those two; video and picture
the teacher conducted a joyful and effective lesson.
C. Suggestions
Based on the result of the research, the writer has some suggestions to
improve the students‟ reading comprehension.
a) To English teacher
For improving the reading comprehension, the English teacher is suggested
that she should:
1) Choose jigsaw technique to teach reading comprehension to the students. It
gives a positive effect to the students in order to make material delivered
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well. The students also received and understand the lesson easily. The
classroom condition also was joyful.
2) Use other media such pictures, videos, and other things which they are
familiar with it has positive effect for the students in understand and
comprehend the lesson.
3) Use jigsaw, the teacher can organize the material easily and more efficient.
4) Use jigsaw technique, the students can make a good relationship among them.
The students try to appreciate other students in sharing their knowledge.
b) To the students
There are some suggestions for the students below:
1) The students should train their English ability by reading English text. It can
increase their knowledge and also vocabulary.
2) During the discussion the students should be active participants not only in
English class but also other subjects.
c) To the school
For the success of the teaching and learning process the school is suggested
to:
1) Make training about techniques of teaching such as jigsaw to the teachers in
order to increase the teachers‟ ability in teaching and learning process. It will
also improve students‟ achievement in any subjects.
2) Provide complete facilities in order that the teaching and learning process run
well.
d) To other researchers
The writer uses jigsaw in improving students‟ reading comprehension.
Hopefully, the research can give an alternative in enhancing classroom action
research in reading comprehension.
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